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Social Construction of Junior High School Social Studies Teachers in Kudus Regency on the Merdeka Curriculum

Journal of Educational Social Studies · Vol. 14 No. 1 (2025) · hlm. 37–45

DOI
10.15294/jess.v14i1.22406
ISSN
2502-4442, 2252-6390
Terbit
2025-06-20
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The Merdeka Curriculum brings challenges for social studies teachers in adjusting learning. The meaning of the teacher's social construction is a research gap that can be studied in facing this challenge. This study examines the social construction of junior high school social studies teachers in Kudus Regency in understanding the Merdeka Curriculum using Peter L. Berger's Social Construction Theory. The method used in this research is a qualitative method with the data source obtained from Grade VII & VIII Social Studies Teachers, Principal, and Vice Principal for Curriculum at SMP NU Putri Nawa Kartika. Data collection techniques used in this research are interviews and documentation. The results showed that three stages of social construction shape the meaning of the Merdeka Curriculum. Externalization can be seen from the teacher's adaptation in understanding and implementing the curriculum. Objectivation appears through institutionalizing the principles of the Merdeka Curriculum into learning practices. Internalization shows deep meaning that develops gradually, forming teachers' professional beliefs and practices.

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21 penulis · 47 tautan kepenulisan bersama · 8 lintas organisasi

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  • State University of Semarang
  • National University of Malaysia
  • Kwame Nkrumah University of Science and Technology
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Erisandi ArditamaState University of Semarang3
M Fikri AmrullahState University of Semarang2
Dian Ayuevianik LestariState University of Semarang1
Darus IrfangiAfiliasi tidak diketahui1
Aisyah Nur Sayidatun NisaState University of Semarang1
Inayah .State University of Semarang1
Yunike SulistiyosariState University of Semarang1
SupratiwiAfiliasi tidak diketahui1
Ganda Febri KurniawanState University of Semarang1
Gita RanjaniState University of Semarang1
Sanita Carolina SaseaState University of Semarang1
Arvangga Oktadian KrisbiyantoroState University of Semarang1
Ubaidillah KamalState University of Semarang1
Mimi Hanida Abdul MutalibNational University of Malaysia1
Muhammad Arsy HaryantoState University of Semarang1
Eta Yuni LestariState University of Semarang1
Aprila NiravitaState University of Semarang1
Emmanuel Ofori GyaduKwame Nkrumah University of Science and Technology1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jess/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Social Construction of Junior High School Social Studies Teachers in Kudus Regency on the Merdeka Curriculum</dc:title>
	<dc:creator xml:lang="en">Fikri, Rizal Haikal</dc:creator>
	<dc:creator xml:lang="en">Astuti, Tri Marhaeni Pudji </dc:creator>
	<dc:creator xml:lang="en">Lestari, Puji</dc:creator>
	<dc:subject xml:lang="en">Social Construction</dc:subject>
	<dc:subject xml:lang="en">Merdeka Curriculum</dc:subject>
	<dc:subject xml:lang="en"> Social Studies</dc:subject>
	<dc:description xml:lang="en">The Merdeka Curriculum brings challenges for social studies teachers in adjusting learning. The meaning of the teacher's social construction is a research gap that can be studied in facing this challenge. This study examines the social construction of junior high school social studies teachers in Kudus Regency in understanding the Merdeka Curriculum using Peter L. Berger's Social Construction Theory. The method used in this research is a qualitative method with the data source obtained from Grade VII &amp;amp; VIII Social Studies Teachers, Principal, and Vice Principal for Curriculum at SMP NU Putri Nawa Kartika. Data collection techniques used in this research are interviews and documentation. The results showed that three stages of social construction shape the meaning of the Merdeka Curriculum. Externalization can be seen from the teacher's adaptation in understanding and implementing the curriculum. Objectivation appears through institutionalizing the principles of the Merdeka Curriculum into learning practices. Internalization shows deep meaning that develops gradually, forming teachers' professional beliefs and practices.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jess/article/view/22406</dc:identifier>
	<dc:identifier>10.15294/jess.v14i1.22406</dc:identifier>
	<dc:source xml:lang="en">Journal of Educational Social Studies; Vol. 14 No. 1 (2025); 37-45</dc:source>
	<dc:source>2502-4442</dc:source>
	<dc:source>2252-6390</dc:source>
	<dc:source>10.15294/jess.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jess/article/view/22406/4494</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Educational Social Studies</dc:rights>
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